Amaphiko Township Dancers

PROJECT HISTORY

Context:
The Township Dance Project falls under the Arts Education Department of the Grahamstown Foundation and project finances are managed by the Foundation. Ubom! Artistic Director, Janet Buckland continues to co-ordinate and run the project (which was started by her in 1993 while still working for the Foundation).
Early Beginnings:

Some of the Amaphiko senior dancers (from left to right) Unathi Gwente, Nomcebisi Moyikwa, and Thabisa Mamani.

In 1993 the project began by accident when large numbers of children turned up for the launch of a community arts project in Rhini (GHT Township). No provision in the programme had been made for these children and the dancing class which was arranged on the spur of the moment to “keep them busy” became the beginning of the project. Initially, classes were held every Saturday morning and were taught on a volunteer basis but soon the dancers began making their mark and in 1994 scooped a Gold Award in the Eisteddfod.

The dressing room are a hive of activity as the dancers pretty themselves for exams

PROJECT VISIONS AND AIMS

The Township Dance Project seeks to provide holistic development and empowerment for disadvantaged young girls & boys through formal dance training. The training instils confidence and self-esteem in the young dancers while at the same time, vigorously promoting self-discipline, commitment and the pursuit of excellence. Not everyone who dances with the project will necessarily go on to be professional dancers, however, each one of them will have gained a sense of the power of their creative potential and what it feels like to strive to be the best that they can be! Besides providing for over 150 teenagers and younger children with a structured activity for two to four afternoons a week, regular classes aim to:
• encourage healthy attitudes and bodies;
• develop a sense of self-discipline and a sense of commitment while all are encouraged to strive for excellence;
• boost self-confidence and a sense of self-worth;
• lead dancers to self-empowerment through body awareness and physical dexterity;
• open up personal creativity and self-expression through the use of improvisation exercises;
• encourage self-respect and respect for others and sensitivity to group interaction;
• develop an understanding and appreciation of dance in general and various dance styles;
• assist participants to become proficient in problem-solving, decision-making and negotiating skills, through group and social interaction;
• improve, through its mind-body component, the achievement levels of both physical activities such as sport as well as academic subjects such as mathematics, science, language;
• Integrate communities separated by apartheid;
• Provide constructive, caring and creative extra-mural activities for a number of disadvantaged youngsters;
• Use dance as a means of heightening awareness around issues such as woman and child abuse, HIV/AIDS, crime and drug abuse.

Two boys pray before practical dance exams in November 2008